POLICY

If you would like to receive emails regarding the Policy ASPA’s activities, please contact the facilitators.

Mission Statement

The purpose of the Policy ASPA is to increase policy awareness within music education and to build music educators’ capacity for policy analysis, development, and implementation.

If you would like to stay informed on policy issues, like our Facebook page!

Group Membership

Register or login to your account on this site to add this group to your SMTE profile.

Facilitators:

Cara Bernard, University of Connecticut (cara.bernard@uconn.edu)
Ryan Shaw, Michigan State University (rydshaw@gmail.com)

Policy Roundups

Policy Roundups from NAfME are available to your email. If you would like to be added to the listserv please email Lynn Tuttle.

To join the Policy ASPA Google Group (email list):

send an email to policy-aspa@googlegroups.com.

POLICY E-KIT

View the E-Kit resources

Members of the Policy ASPA have developed an E-Kit that addresses current music education policies and policy-related topics. These resources were designed to provide music teacher educators, in-service music teachers, and pre-service music teachers with information important for understanding and interacting with policy.

RESOURCES

The term “policy” has many meanings and many uses.

An Introduction to Policy

NAfME is making an effort to reach out to the music education policy research community.

Letter from NAfME Asst. Executive Director Chris Woodside

NAfME’s Policy Research Agenda

Minutes from Policy ASPA Quarterly Conference Call with NAfME

Help us build a comprehensive bibliographic resource for policy-related studies.  Contact the facilitators.

Bibliographic Reference on Policy

September 22, 2016: Intersections of Policy and Issues of Inclusion, Diversity, Equity, and Access with NAfME Webinar

Webinar | Webinar Slides | Webinar Notes

April 22, 2016: Programs, Practices, and Policies: Incorporating PK in Music Teacher Education

Webinar | Presenter Bios | Webinar Slides

January 25, 2016: ESSA Policy Webinar

ESSA Webinar Notes | ESSA Webinar Slides | NAfME ESSA Document

goals

Attendees at the Policy ASPA’s working session during the 2017 SMTE Symposium identified three action items that define our agenda for the next two years:

  • Action Item #1: Develop policy resources for inservice teachers and music teacher educators. This includes resources for the places such as the NAfME Advocacy and Research pages and state MEAs.
  • Action Item #2: Consider policies that enable diversifying music education curriculum in higher education. We are developing longer-term research projects to learn about this topic.
  • Action Item #3: Compose a policy statement addressing equitable access to music education in a time of school choice.

COMPLETED PROJECTS

  • Dye, C., Hellman, D., May, B., Prendergast, J., & Richerme, L. K. (2018, March). The practical politics of promoting diversity, equity, and access colloquium. NAfME Music Research and Teacher Education Conference, Atlanta, GA.
  • Schmidt, P. & Colwell, R. (Eds.). (2017). Policy and the Political Life of Music Education. Check out this page for more information and to order your copy!
  • Aguilar, C.E. & Dye, C.K. (2017, September). Developing music education policy wonks: Pre-service music education and policy. Paper presented at the Society for Music  Teacher Education Conference, Minneapolis, MN.
  • Richerme, L.K., Aguilar, C.E., Kos, R., Hellman, D., Prendergast, J., & Helton, B. (2016, March). Preservice teacher evaluation policy and practices colloquium. NAfME Music Research and Teacher Education Conference, Atlanta, GA.
  • Aguilar, C.E., Schmidt, P., Burton, S.L., Hellman, D., & Rechel, L. (2016, March). Political action in music education colloquium. NAfME Music Research and Teacher Education Conference, Atlanta, GA.
  • Dye, C.K. & Aguilar, C.E. (2016, March) Changing licensure requirements: Issues and implications for teacher mobility and reciprocity. Paper presented at the NAfME Music and Research Teacher Education Conference, Atlanta, GA.
  • Dye, C. K. & Richerme, L. K. (2015, September). Music educators and policy: An examination of  knowledge, engagement, trust, and efficacy. Paper presented at the Society for Music  Teacher Education Conference, Greensboro, NC.
  • Aguilar, C.E., Richerme, L.K. (2014, July). A Descriptive Study of Music Teacher Educators’ Beliefs about Policy. Research presentation at the 2014 International Society for Music Education, Natal, Brazil.
  • Kos, R., Aguilar, C.E., Dye, C., Hellman, D., Robinson, M., Schmidt, P. (2014, April). Hot Policy Topics Affecting Music Teacher Education: A Panel Discussion about Teacher Evaluation. Panel presentation at the 2014 Biennial Music Educators National Conference, St. Louis, MO.
  • Aguilar, C.E., Miksza, P., & Richerme, L. K.  (2013, September). Navigating pathways for music teacher education and current policy trends. Best practices paper presentation at the Society for Music Teacher Education Conference, Greensboro, NC.
  • Richerme, L. K.  (2013, February).  Policy 101.  Workshop presented at the Massachusetts Music Educators Association Conference, Boston, MA.
  • Aguilar, C. E., & Richerme, L. K.  (2012, March).  Diving at the finish line: The possible implications of Race to the Top for music education. Research poster presented at the 2012 Biennial Music Educators National Conference, St. Louis, MO.
  • Kos, R. P., Schmidt, P. K., Aguilar, C. E., Orzolek, D., & Hamann, K. (2012, March). Policy 101: Understanding, implementing, and influencing education policy. Panel presentation at the Biennial Music Educators National Conference, St. Louis, MO.
  • Schmidt, P. K., Orzolek, D. C., Kos, R. P., Richerme, L. K., & Holcomb, A. (2012, March). Nobody told me that!!! Policy 101 or learning leadership. Panel presentation at the Biennial Music Educators National Conference, St. Louis, MO.

Teacher Evaluation

The Teacher Evaluation ASPA was formally absorbed into the Policy ASPA during the 2021 Symposium on Music Teacher Education due to overlapping missions and activities. The facilitators of the Teacher Evaluation ASPA were Stephanie Prichard and Ken Elpus. The resources below have been moved from the former Teacher Evaluation ASPA website. 

General Resources

SMTE has released a position statement on the use of high-stakes test-based measures and value-added models in evaluating pre-service teachers.

The following documents posted on this site are for information only, and are not endorsed by SMTE or NAfME and its societies or councils.

NAfME Teacher Evaluation Advocacy Guide

NAfME Teacher Evaluation Position Statement

General Resources on Teacher Evaluation

Understanding and Influencing Policy Resolution

Understanding and Influencing Policy Letter to John Kline

NAfME has created a discussion forum related to Teacher Evaluation.  The goal of this forum is to provide music educators with a place to discuss helpful principles, models, and critical analyses of policy that can be adapted to state and local contexts.  The forum can be found at: http://musiced.nafme.org/forum/teacher-evaluation/

The Assessment Special Research Interest Group of NAfME’s Society for Research in Music Education has also collected some information about teacher evaluation.  Please visit their website at: http://assessmentsrig.weebly.com/

ASCD State Comparison – A brief “policy points” update from ASCD comparing evaluation practices across all 50 states.

Update from AK – Alaska is reporting the possibility of student achievement being used in teacher evaluations.  Learn more at http://www.adn.com/2012/11/08/2686820/student-achievement-could-be-part.html#storylink=cpy

State Educational Technology Directors Association– launched a new online database intended to help policymakers, researchers, and educators keep track of state-level policies directly affecting educational technology including online assessments for each state.

Chicago Teachers and Teacher Evaluation – An EdWeek article discussing the role that teacher evaluation is playing in the Chicago Teacher’s Strike.

TN Update – This link will take you to the latest review of the TN Race to the Top initiatives.  The full report can be accessed via the link within the article.  The review does not include information related to the evaluation of arts educators and the recently implemented assessments of arts learning, but it does give an overall perspective of the implementation process.

PA – Teacher Evaluation Phase II Project Overview  A slide presentation of the most recent work on teacher evaluation in Pennsylvania.

NY Guidance for the Student Learning Objective Evaluation Process – This Student Learning Objectives (SLO) guidance document applies to both Districts and BOCES. This document provides Districts with guidance as they implement SLOs as the State-determined District-wide goal-setting process for teachers of subjects where there is no State-provided measure of student growth. While SLOs are also an option as a locally-selected measure, this guidance (except as otherwise noted) applies to SLOs as comparable growth measures.

Performance Based Teacher Evaluation in 5 States  This study of performance-based teacher evaluation systems in the five states that had implemented statewide systems as of 2010/11 finds considerable variation among them. However, all five states’ systems include observations, self- assessments, and multiple rating categories. In addition, the evaluation rubrics in each state reflect most of the teaching standards set out by the Inter-state Teacher Assessment and Support Consortium.

DE Performance Assessment – DPASII

NY APPR guidelines per Ratner  Here is the latest update (February, 2012) of the Teacher Evaluation process that is developing in New York State.  The system is still in development and teachers in New York are urged to contact their administrators for more clarification about how this will be implemented in their districts.

IN The RISE Evaluation and Development System  Indiana’s RISE looks at a teacher’s professional practice as well as evidence of student learning to paint a fair, accurate, and comprehensive picture of an educator’s performance.  By using multiple sources of information, RISE identifies strengths and areas for improvement, which can help teachers grow year after year.

KY Arts Program Eval Tool

MI SMTE Position Statement on Teacher Evaluation

NY Professional Performance Review Handbook

WI Educator Effectiveness Powerpoint

State Of The States: Trends and Early Lessons on Teacher Evaluation and Effectiveness Policies – A report from the National Council on Teacher Quality

Race to The Top Summary Report – A key focus of the Obama administration’s Race to the Top (RTT) initiative in public education is to support states that implement plans for “recruiting, developing, rewarding, and retaining effective teachers and principals, especially where they are needed most.” Race to the Top asked states to adopt more vigorous teacher- education accountability mechanisms and to establish or expand programs “that are successful at producing effective teachers.” This report discusses new information about the specifics each of the twelve RTT states’ goals, activities, and challenges as part of our profiles of the commitments made by these states to improve teacher education and to strengthen public disclosure and accountability of program performance. A full version of the report can be found at: http://www.americanprogress.org/issues/2012/01/pdf/teacher_preparation.pdf

Data for Action Update  This report outlines how data is currently being used by states in teacher evaluation.  Data for Action is a powerful tool to inform efforts in education to better use data in decision-making. It is a series of analyses that highlight state progress and key priorities to promote the effective use of longitudinal data to improve student achievement. For more information, and to view Data for Action 2011: DQC’s State Analysis, please visit www.DataQualityCampaign.org/stateanalysis/about.

Resources and Perspectives on State Initiatives for Teacher Evaluation

As education departments begin to design new evaluation models for their school districts’ teachers, the issue of responsible and respectful evaluation of non-tested subject areas has come to the forefront of many discussions. States, and often individual school districts, have many choices to make in determining student achievement growth and appropriate measurement in these non-tested areas (i.e., music). The states listed below share their plans for evaluation of music teachers, as well as helpful guides and documents relating to the overall evaluation of all teachers.

ASCD State Comparison – A brief “policy points” update from ASCD comparing evaluation practices across all 50 states.

Update from AK – Alaska is reporting the possibility of student achievement being used in teacher evaluations.  Learn more at http://www.adn.com/2012/11/08/2686820/student-achievement-could-be-part.html#storylink=cpy

State Educational Technology Directors Association– launched a new online database intended to help policymakers, researchers, and educators keep track of state-level policies directly affecting educational technology including online assessments for each state.

Chicago Teachers and Teacher Evaluation – An EdWeek article discussing the role that teacher evaluation is playing in the Chicago Teacher’s Strike.

TN Update – This link will take you to the latest review of the TN Race to the Top initiatives.  The full report can be accessed via the link within the article.  The review does not include information related to the evaluation of arts educators and the recently implemented assessments of arts learning, but it does give an overall perspective of the implementation process.

PA – Teacher Evaluation Phase II Project Overview  A slide presentation of the most recent work on teacher evaluation in Pennsylvania.

NY Guidance for the Student Learning Objective Evaluation Process – This Student Learning Objectives (SLO) guidance document applies to both Districts and BOCES. This document provides Districts with guidance as they implement SLOs as the State-determined District-wide goal-setting process for teachers of subjects where there is no State-provided measure of student growth. While SLOs are also an option as a locally-selected measure, this guidance (except as otherwise noted) applies to SLOs as comparable growth measures.

Performance Based Teacher Evaluation in 5 States  This study of performance-based teacher evaluation systems in the five states that had implemented statewide systems as of 2010/11 finds considerable variation among them. However, all five states’ systems include observations, self- assessments, and multiple rating categories. In addition, the evaluation rubrics in each state reflect most of the teaching standards set out by the Inter-state Teacher Assessment and Support Consortium.

DE Performance Assessment – DPASII

NY APPR guidelines per Ratner  Here is the latest update (February, 2012) of the Teacher Evaluation process that is developing in New York State.  The system is still in development and teachers in New York are urged to contact their administrators for more clarification about how this will be implemented in their districts.

IN The RISE Evaluation and Development System  Indiana’s RISE looks at a teacher’s professional practice as well as evidence of student learning to paint a fair, accurate, and comprehensive picture of an educator’s performance.  By using multiple sources of information, RISE identifies strengths and areas for improvement, which can help teachers grow year after year.

KY Arts Program Eval Tool

MI SMTE Position Statement on Teacher Evaluation

NY Professional Performance Review Handbook

WI Educator Effectiveness Powerpoint

State Of The States: Trends and Early Lessons on Teacher Evaluation and Effectiveness Policies – A report from the National Council on Teacher Quality

Race to The Top Summary Report – A key focus of the Obama administration’s Race to the Top (RTT) initiative in public education is to support states that implement plans for “recruiting, developing, rewarding, and retaining effective teachers and principals, especially where they are needed most.” Race to the Top asked states to adopt more vigorous teacher- education accountability mechanisms and to establish or expand programs “that are successful at producing effective teachers.” This report discusses new information about the specifics each of the twelve RTT states’ goals, activities, and challenges as part of our profiles of the commitments made by these states to improve teacher education and to strengthen public disclosure and accountability of program performance. A full version of the report can be found at: http://www.americanprogress.org/issues/2012/01/pdf/teacher_preparation.pdf

Data for Action Update  This report outlines how data is currently being used by states in teacher evaluation.  Data for Action is a powerful tool to inform efforts in education to better use data in decision-making. It is a series of analyses that highlight state progress and key priorities to promote the effective use of longitudinal data to improve student achievement. For more information, and to view Data for Action 2011: DQC’s State Analysis, please visit www.DataQualityCampaign.org/stateanalysis/about.

Teacher Evaluation Resources from the 2012 NAfME Conference

Brophy and Colwell NAfME Presentation – Dr. Tim Brophy and Dr. Richard Colwell presented on Teacher Evaluations: Issues of Reliability and Validity.  Their powerpoint outlines many of the challenges faced by the profession as it considers how to proceed with music teacher evaluation.

NAfME 2012 Value-Added Teacher Evaluation Part 1 & NAfME 2012 Value-Added Teacher Evaluation Part 2 – A panel of music teacher educators and researchers presented a session on Value-Added Models and their implications for music education.  Their powerpoint offers explanations and recommendations related to the use of this model in schools.  Dr. Abby Butler, Dr. Phil Hash, Dr. Cynthia Taggart and Dr. Colleen Conway all hail from Michigan.

Value-Added NAfME Teacher Evaluation – These are the handouts from the session on Value-Added models and their impact on music education.

Developing a Teacher Evaluation Tool – Doug Orzolek outlined a number of the factors, issues and questions about music teacher evaluation.  He discussed two models that may serve as tools to engage music educators in the process.

Orzolek Handouts for NAfME Presentation – These are the handouts from Doug Orzolek’s session including an extensive reference listing.

COLLABORATORS

Although the Policy ASPA does not have a formal standing membership, the following individuals
have recently been engaged in activities in pursuit of the ASPA’s current goals:

Carla Aguilar
Metropolitan State College of Denver
caguil13@mscd.edu

Suzanne Burton
University of Deleware
slburton@udel.edu

Christopher Dye
Indiana University
chrdye@indiana.edu

Ken Elpus
University of Maryland
elpus@umd.edu

Keitha Hamann
University of Minnesota
haman011@umn.edu

Daniel Hellman
Missouri State University
danielhellman@missouristate.edu

Al Holcomb
Westminster Choir College
aholcomb@rider.edu

Ronald Kos
Boston University
rkos@bu.edu

Douglas C. Orzolek
University of St. Thomas
dcorzolek@stthomas.edu

Lauren Kapalka Richerme
Indiana University
lauren.kapalka@gmail.com

Patrick Schmidt
Florida International University
pschmi@fiu.edu

Sandy Stauffer
Arizona State University
s.stauffer@asu.edu